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This research aims to measure the learning outcomes of class IV students at SDN Kertobanyon regarding plant body parts and their functions using a problem based learning model. This research involved 13 class IV students at SDN Kertobanyon using the Classroom Action Research (PTK) method. Data was collected through the pre-cycle, cycle I and cycle II stages. The research results show a significant increase in student learning outcomes. At the pre-cycle stage, the percentage of students whose learning outcomes reached the KKM was 38.5%. In the first cycle stage, the percentage of students whose learning outcomes reached the KKM was 46.1%. In cycle II stage, the percentage of students whose learning outcomes reached the KKM was 76.9%. The PBL model has proven to be effective not only in increasing understanding of science and science concepts, but also in developing students' social skills and learning motivation. Therefore, PBL is recommended as an effective learning model for science and science learning in elementary schools.

This study aims to improve students' learning outcomes in zakat learning through the Problem Based Learning (PBL) model. The method used is Classroom Action Research (CAR) with two cycles that include planning, implementation, observation, and reflection. The results of the study showed that the implementation of PBL improved students' understanding and participation. In cycle 1, learning motivation increased, but there were still students who were less active. Improvements in cycle 2, such as more intensive guidance and relevant case studies, showed a significant increase in students' understanding and involvement. In conclusion, PBL is effective in improving zakat learning outcomes, encouraging students to think critically, and understanding the concept of zakat in theory and practice.    

This study aims to describe the learning conditions of Indonesian History applied at Madrasah Aliyah Bustanul Muta'allimim Blitar which uses the Problem Based Learning learning model. Problem Based Learning model learning directs the ability of students to play an active role in solving a problem in the process of learning activities, but in reality in learning in class 10 of Madrasah Aliyah Bustanul Muta'allimin there are still some students who still have difficulty in solving problems and there are also some students who are less active when the learning process takes place. The formulation of the problems in this study are: 1) How is the implementation of the Problem Based Learning learning model in grade 10 Indonesian History subjects? 2) How can the implementation of Problem Based Learning improve the quality of 10th grade Indonesian History learning? 3) What are the implications of the implementation of Problem Based Learning on student learning outcomes? The method used in this research is descriptive qualitative, as for the data sources used, namely through primary data by digging directly to the research location located at MA Bustanul Muta'allimin Blitar, with data collection techniques using interviews, observation, and documentation and checking data validity through source triangulation. . The results of this study are 1) Implementation of Problem Based Learning model learning in Indonesian History subjects in class 10 A, 10 B and 10 C there are three stages that are applied in the learning process, namely the preparation stage, the core activity stage, and the final stage or evaluation. 2)  Analysis of Whether the Problem Based Learning Method can Improve the Quality of Indonesian History Learning in grade 10. There are differences in the responses of students from the three classes for class 10 A, the response of students is still difficult in solving problems in the learning process and difficulty in presenting material when in front of the class and less active in learning in class, this is different from class 10 B and 10 C, students are easier in solving a problem and can present material and be active in learning activities in class. So from this it can be said that learning in the classroom has improved, but there must be more improvements from the Problem Based Learning model when learning activities take place in class. 3) Classroom student learning outcomes For student learning outcomes are influenced by factors within students, namely about the motivation of these students in participating in learning. Students from the three classes can be said to be class 10 A which is rather low compared to the other classes, because there are only male students, this can happen because in the application of Problem Based Learning model learning, these students do not pay attention to the teacher's direction, and are less serious in learning activities, so they do not understand the material being discussed together, in contrast to classes 10 B and 10 C which tend to be more easily organized by the teacher and pay attention when learning activities take place and are active in the process of ongoing learning activities.  

The purpose of this study was to determine the positive and significant influence between the Influence of the Problem Based Learning Model Based on the Independent Curriculum on Increasing Motivation to Learn Christian Religious Education and Character Education of Class X Students of SMA Negeri 1 Pematang Siantar in the 2023/2024 Academic Year. The research method used is a quantitative method with descriptive inferential data analysis. The population is all students of class X SMA Negeri 1 Pematang Siantar who are Protestant Christians, totaling 372 people and a sample of 52 people is determined using the sample random sampling technique. Data were collected using a closed questionnaire of 44 items, namely 22 items for variable X and 22 items for variable Y. The results of the data analysis showed that there was a positive and significant influence of the Problem Based Learning Model Based on the Independent Curriculum on Increasing Motivation to Learn Christian Religious Education and Character Education of Class X Students of SMA Negeri 1 Pematang Siantar in the 2023/2024 Academic Year, as evidenced by the following data analysis: 1) Analysis requirements test: a) positive relationship test obtained rxy value = 0.612> rtable (a=0,05,n=52) = 0.297. b) Significant relationship test obtained tcount value = 5.600> ttable (a=0,05,dk=n-2=50)= 2.000. 2) Influence test: a) Regression equation test, obtained regression equation Y ̂="36.60" + 0.45X. b) Test of regression determination coefficient (r2) = 38.5%. 3) Hypothesis test using F test obtained Fcount > Ftable = =(a=0,05,dk numerator k=33,dk denominator t=n-2=52-2=50) which is 31.29 > 1.51. Thus Ha is accepted and H0 is rejected.

This study aimed to enhance the mathematics learning interest of 10th-grade students at SMA Negeri 21 Surabaya through the implementation of peer tutoring with a Problem-Based Learning model in statistics. The background of this research is the low learning interest of students, particularly in mathematics. This study employs a Classroom Action Research (CAR) method, consisting of two cycles. Data was collected through observation, interviews, and tests. The results of the study showed that the application of peer tutoring in the Problem-Based Learning model can improve the learning interest and critical thinking skills of 10th-grade students at SMA Negeri 21 Surabaya in statistics. This can be seen from the improvement in observation results, interviews, and test scores. Students' learning activities and critical thinking skills increased with a higher average percentage in the second cycle compared to the first cycle. The peer tutoring method with the Problem-Based Learning model enables students to learn from and help each other, thus increasing their motivation and engagement in learning. Additionally, this method helps students develop their interpersonal and communication skills.

This research uses qualitative methods, a type of case study with a single case design. Data collection techniques were carried out using in-depth interviews, participant observation and documentation. Data is analyzed using an interactive model consisting of collecting data (data collection), reducing data (data reduction), presenting data (data display), and concluding (conclusion). Checking the validity of the data is carried out using credibility, transferability, dependability and confirmability tests.This research also aims to find out: (1) Are teaching media urgent in improving learning outcomes, (2) What steps must be taken in the learning process to improve learning outcomes.The results of this research show that: (1) teaching media is very urgent in the learning process in order to improve children's optimal learning outcomes, so that it can make it easier for students to receive lessons, can foster children's learning motivation, (2) Then the steps taken in the learning process To improve student learning outcomes is to provide adequate facilities and infrastructure and carry out the learning process based on the curriculum and local regional conditions using various methods including;  lecture method, question and answer method, discussion method, learning assignment method, demonstration method, experimental method, social drama and role playing method, project method and problem solving method    

This research was motivated by a lack of student participation and boredom with the monotonous learning system so that students did not understand abstract and complex economic concepts. From these problems it can be seen that the cause is a lack of motivation to learn. So it is necessary to develop a learning model, one of which is the TGT (Teams Games Tournament) cooperative learning model using TTS. The aims of this research are (1) to determine the effect of the TGT learning model on students' learning motivation in economics subjects in Class XI MA Sunan Kalijogo Mojo Kediri; (2) To find out how much influence the TGT learning model has on the motivation to learn economics for class XI MA Sunan Kalijogo Mojo Kediri. The research approach used is quantitative, associative type. Data collection uses questionnaires and documentation. Data analysis and hypothesis testing using simple linear regression using SPSS. The research results show that (1) Based on the hypothesis test, the results obtained are sig. 0.000 < 0.05, it can be said that there is a positive and significant influence between the influence of the TGT learning model on students' economic learning motivation; (2) Based on the hypothesis test, a value (R) of 0.652 was obtained, which indicates a strong relationship between the two variables. Meanwhile, the R Square values ​​of 42.5% and 57.5% are influenced by other factors that have not been studied.

The aim of this research is to find the problems of advanced writing skills of upper elementary school students, and provide solutions. The research method used is a literature review. Based on the research results, it can be concluded that there are two factors that cause students' difficulties in writing at a high level, namely internal factors and external factors. Internal factors include students' weak motor skills, weak visual memory, low students' interest and motivation to learn, and finally students' study habits in class and at home. Meanwhile, external factors include lack of attention from parents towards students, an atmosphere at home that is less supportive, environmental conditions and finally the influence of social media. The lack of writing skills in elementary school students may also be caused by the less than optimal use of innovative learning methods. One way to optimize the writing learning process and increase students' writing motivation is to increase students' interest in writing through interesting learning models and learning media.

The importance of computational thinking skills has encouraged educational institutions around the world to integrate these concepts into their curricula. However, the challenge faced is finding the most effective learning methods and models to teach these skills. An appropriate learning model must not only be able to attract students' interest and motivation, but must also be able to increase their understanding and practical abilities in computational thinking. This research adopts a literature review method to explore information about effective learning models in improving students' computational thinking skills. Data was collected from various sources such as national and international journals, reference books, newspapers and magazines. The main aim of this literature review, as explained. The results of research on Problem Based Learning (PBL) and Project Based Learning show very positive results in improving students' computational thinking. These two models not only improve computational thinking skills, but also critical, creative and analytical thinking skills, as well as student participation and involvement in the learning process.

Based on the Man 2 Tapanuli Tengah researchers' observations, it was shown that teaching at Aqidah Akhlak was constrained by students' low motivation to learn. The purpose of this study is to elucidate the causes of students' low motivation to learn Akida Aflaq. The reasons for the low learning motivation of Akida-Aklak students are that teachers still use traditional models, students get bored quickly because teachers do not use media effectively in learning, and students do not participate actively in learning because they do not have the courage to discuss or express their opinions during learning. Various learning models and methods, such as the Student Times Achievement Division learning model, can be applied to these problems to motivate students to learn. This study is an experimental study aimed at checking some things and confirming their results in order to test something. Data collection techniques can also be measured using questionnaires, validity tests, reliability tests, etc. Therefore, the obtained research results show that the learning model is not correctly applied by the teachers when learning, so that the students with Akida-Aklak have low learning motivation, get bored easily, and lack the courage to discuss and express their opinions during learning. To overcome this problem, it is very important to pay attention to the models and media used for learning so that teachers can adequately achieve the learning objectives.

This research was conducted as a response to students' low interest in learning in English subjects at Al Amin Islamic Middle School, North Cikarang, Bekasi Regency. Several factors that cause this low interest include the lack of attractiveness of the material, monotonous teaching methods, and the lack of connection between English language material and students' daily lives. The impact is a decrease in students' interest in these subjects, which can affect their interest in learning. In an effort to increase students' interest in learning, the Problem Based Learning (PBL) learning model is used, where the teacher gives students ample opportunities to determine problem topics that are relevant to the learning material, even though the teacher has prepared the material that will be discussed in the lesson. The learning process is focused on students' abilities to solve problems systematically and logistically. This research uses a qualitative approach with descriptive methods. Through observation, interviews and documentation, the research results show that the application of the PBL learning model at Al Amin Islamic Middle School, North Cikarang, Bekasi Regency can increase students' interest in learning. English teachers who use the PBL model get good responses from students, where students are active in the teaching and learning process, ask questions actively, and are able to answer questions well and appropriately during discussions. The PBL learning model also encourages students to be more diligent in doing their assignments and provides high motivation to learn. Students find it easier to solve problems and are able to apply the knowledge they have.

The need for learning focuses on maximizing students' potential in facing today's global challenges. For this reason, a learning model that is in accordance with the demands is needed, one of which is to use the Problem Based Learning model and CTL-based teaching materials. The purpose of this study is to determine the increase in learning motivation and cognitive learning outcomes of students. This research is classroom action research. The subjects of this study were class X.1 students with a total of 36 students. While the object of this study is the motivation and cognitive learning outcomes of students after participating in learning by applying PBL learning models and CTL-based teaching materials. This type of research is Classroom Action Research (PTK) with a qualitative approach to students. The results showed that student motivation in Cycle 2 increased compared to Cycle 1, which was shown by the average value of Cycle 2 of 88.19% (very good), higher than Cycle 1 only reaching 77.07% (good). Likewise, the cognitive results of cycle 2 students also increased by 91.66% and cycle 1 by 83.33%.

The background of this research is that the learning process of the Aqidah Akhlak still tends to be passive, lack of motivation, interest in student learning, the mindset of students who are less open during the learning process, lack of student activity, students are less critical in the learning process, while the problems raised when learning begins are problems that are often encountered in everyday life. This study aims to determine whether there is an effect of using the Problem Based Learning (PBL) learning model on learning outcomes in the Aqidah Akhlak subject at MAN Kota Pariaman. This research is a quantitative research type of Quasi Experimental Design, the subject of this research is students of class XI IPS1 and XI IPS2 at MAN Kota Pariaman with a total sample of 59 students. The research sample is class XI IPS1 as the experimental class with the Problem Based Learning learning model, class XI IPS 2 as the control class using conventional methods. The sampling technique is the total sampling technique, which means that the sample taken is the same as the population. and with a research design of the type "The only posttest control group design". Based on the research results, it was found that there were significant differences in student learning outcomes between the application of the Problem Based Learning learning model and conventional learning models in the Akidah Akhlak subject. This can be seen from the posttest results of both classes. From the test results, it is illustrated that the average difference in the learning outcomes of students in the experimental class and the control class is illustrated. By implementing the Problem Based Learning learning model, it is high compared to the scores of students who do not use the Problem Based Learning learning model in the Learning control class on learning outcomes in the Aqidah Akhlak subject at MAN Kota Pariaman.

The Problem Based Learning learning model is a learning model that begins with giving problems to students where the problems given are everyday experiences or have been experienced by students. Then students solve the problems given to gain new knowledge. It is expected that students are able to learn knowledge related to these problems, as well as students have skills in solving problems. The purpose of this research is to increase student motivation in PAI subjects at Perlaungan Islamic High School. The research method used is descriptive qualitative. The data collection techniques used are in-depth interviews, observation and documentation. Data analysis was carried out through data reduction, data presentation and then drawing conclusions. The sources of data in this study are school principals, deputy heads of curricula, PAI teachers, and students. The results of the study show that: 1. Implementation of the Problem Based Learning learning model in PAI subjects at Perlaungan Islamic High School there are five stages, namely, student orientation to problems, organizing students to learn, guiding educators to search for data on a problem, developing and presenting the work , analyze and evaluate. 2. Student learning motivation, there are two learning motivations, namely, intrinsic motivation, intrinsic motivation there are three indicators namely, there is a desire and desire to succeed, there are encouragement and needs in learning, there are hopes and ideals, and extrinsic motivation, there are five extrinsic motivations indicators namely, there is appreciation in learning, there are interesting activities in learning, there is a conducive learning environment, teacher-student relationships, student-student relationships.    

The development of the times is so fast that the role of education becomes very important in helping students to have a high skilled side.  The use of project-based learning models is one way to help students think creatively. This learning model is often called project-based learning which is included in the independent curriculum. The project-based learning model is designed to facilitate the development of students' creativity skills through the application of real projects that are relevant to the learning material.  This research uses a qualitative method based on literature study. The data contained in this study comes from previous studies that have been documented in the form of journals and books.  The results showed that the application of project-based learning model was significantly able to improve students' creative thinking ability. Students showed improvement in the ability to formulate new ideas, solve complex problems, and collaborate effectively. In addition, they developed positive attitudes towards learning, increased motivation, and experienced improvements in the understanding of learning concepts. This research contributes to understanding the use of project-based learning model, as an effective strategy to enhance students' creativity in educational contexts. The application of the findings in this study can help educators and policy makers    

The research purposed to increase students motivation and used variation of teaching methods teachers in the delivery materials of students. It causes problems faced today, teachers spend too much time in front of classroom without give a chance students to explore new things besides in the class. Another programs is the low critical thinking ability of students which can be seen from the questions and students answer during the learning process. This is accordance with the results shown by Program for International Study Assesment (PISA) in 2015, Indonesia position as one the lowest ranked in quality, Education is ranked 62nd out of 70. Inquiry learning model is one of the way solves this problem. From the facts obtained, the writters tried to provide solutions of these problem is the right to do the development of teaching inquiry learning model. The design of this study using basic research. By using the inquiry learning model, the things obtained is inquiry training requires insvetigative activities, either observation or experiment, which or part of scientific performance. Inquiry involves process skill based on a scientific atittude so that activity can help students to gain a deeper understanding of the environment.

The aim of this research is to determine the positive and significant influence of the Problem Based Learning Model on the Learning Motivation of Christian Religious Education in Class IX Students of SMP N 1 Salak, Pakpak Bharat Regency, Academic Year 2023-2024. The research method used is a quantitative research method and a pre-experimental design research type in the form of "One Shot Case Study". The population was all class IX students of SMP N 1 Salak, totaling 146 people and a sample of 32 people was determined using the Purposive Sample technique. Data was collected using a positive closed questionnaire with 17 items and 17 items of observation sheet for variable Y. The results of data analysis showed that there was a positive and significant influence of the Problem Based Learning Model on the Motivation to Learn Christian Religious Education in Class IX of SMP N 1 Salak, Pakpak Bharat Regency, Year Teachings 2023-2024: 1) Test analysis requirements: a) positive relationship test obtained rxy = 0.547 > rtable(a=0.05,n=32) = 0.349. b) Testing a significant relationship obtained tcount= 3.576 > ttable(a=0.05, dk=n-2=30)= 2.042. 2) Influence test: a) Regression equation test, obtained the regression equation Y ̂=24.26+0.57X. b) Regression coefficient of determination test (r2) = 29.9%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(a=0.05, dk numerator k=14, dk denominator=n-2=32-2=30) namely 12.78 > 2.01. Thus Ha is accepted and H0 is rejected.

The aim of this research is to determine the positive and significant influence of the Problem Based Learning Model on the Learning Motivation of Christian Religious Education in Class IX Students of SMP N 1 Salak, Pakpak Bharat Regency, Academic Year 2023-2024. The research method used is a quantitative research method and a pre-experimental design research type in the form of "One Shot Case Study". The population was all class IX students of SMP N 1 Salak, totaling 146 people and a sample of 32 people was determined using the Purposive Sample technique. Data was collected using a positive closed questionnaire with 17 items and 17 items of observation sheet for variable Y. The results of data analysis showed that there was a positive and significant influence of the Problem Based Learning Model on the Motivation to Learn Christian Religious Education in Class IX of SMP N 1 Salak, Pakpak Bharat Regency, Year Teachings 2023-2024: 1) Test analysis requirements: a) positive relationship test obtained rxy = 0.547 > rtable(a=0.05,n=32) = 0.349. b) Testing a significant relationship obtained tcount= 3.576 > ttable(a=0.05, dk=n-2=30)= 2.042. 2) Influence test: a) Regression equation test, obtained the regression equation Y ̂=24.26+0.57X. b) Regression coefficient of determination test (r2) = 29.9%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(a=0.05, dk numerator k=14, dk denominator=n-2=32-2=30) namely 12.78 > 2.01. Thus Ha is accepted and H0 is rejected.

The aim of this research is to determine the positive and significant influence of the Problem Based Learning (PBL) learning model on the learning motivation of Christian Religious Education and Character in Class X SMA Negeri 1 Pagaran for the 2022/2023 Academic Year. The method used in this research is descriptive quantitative. The population is all classes Data was collected using a positive closed questionnaire totaling 36 items, of which 15 questionnaire items were for variables Christianity and Characteristics of Class Thus it is known that there is a positive relationship between variables b) Regression coefficient of determination test (r2) = 24.3%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(a=0.05, dk numerator k=15, dk denominator=n-2=42-2=40) namely 12.83 > 1.92. Thus Ha is accepted and H0 is rejected where F calculated is greater than F table, then there is a positive and significant influence between the Problem Based Learning (PBL) learning model on the learning motivation of Christian Religious Education and Character of Class X SMA Negeri 1 Pagaran in the Learning Year 2022/2023 amounting to 24.3%.

The purpose of carrying out this research is to find out: (1) The steps for implementing individual guidance by the principal for teachers to increase teacher work productivity at SMP Negeri 3 Muntok, and (2) The magnitude of the increase in teacher work productivity after implementing individual guidance developed by the school principal . This research is school action research analyzed using a qualitative approach. The research was carried out at SMP Negeri 3 Muntok in 2019. The research results obtained were: (1) The implementation of individual guidance can be developed based on the steps: (1) Guidance on developing learning models through comparative studies and follow-up planning, followed by analytical guidance SWOT; (2) Guidance on the implementation of educational administration, followed by providing direct feedback on the results of the teacher's work; (3) Advanced guidance sets reliable targets, developed through joint evaluation of program targets for other teachers who are also experiencing the same problems; (4) Guidance on how to carry out collaboration with other teachers in more depth, up to the ability to demonstrate the materials needed by other teachers; (5) Guidance on effective and efficient work strategies, which are developed through training in determining optimal quantity figures and how to measure them, namely through scoring techniques; (6) Developing motivational guidance; (7) Building independence so that teachers avoid plagiarism-based activities, and guidance in making effective plans; (8) Guidance in making effective work planning coupled with innovative aspects; (9) Encourage teachers to implement programs to increase teacher competency through seminars and workshops followed by implementation of the results of new experiences from teacher activities; (2) The implementation of individual guidance is able to increase teacher work productivity in schools by resolving teacher problems in the development and implementation of learning programs in schools.